scholarly journals Analysis of Engineering Students’ Common difficulties with DC electric circuits in an Inquiry-based laboratory

2018 ◽  
Vol 5 (2) ◽  
pp. 13-22
Author(s):  
Victor Travagin Sanches ◽  
Glaucia Gruninger Gomes Costa ◽  
Jessica Fabiana Mariano dos Santos ◽  
Tomaz Catunda
Keyword(s):  
Engineering Students ◽  
Electric Circuit ◽  
Multiple Choice Questions ◽  
Electric Circuits ◽  
Average Percentage ◽  
Laboratory Courses ◽  
Electricity And Magnetism ◽  
Post Test ◽  
The University ◽  
Conceptual Difficulties

The students’ understanding about direct current electric circuits’ concepts has been extensively investigated in secondary schools as well as at university level. In the University of São Paulo (IFSC/USP), for more than 10 years, our group has been researching the Electricity and Magnetism laboratory course to Engineering students’. Similarly to reported in the literature, we observed that students often leave physics classes with less of an understanding of physics concepts than we had expected. In this paper we present an investigation of the difficulties that students in the Electricity and Magnetism laboratory have with current electric circuits' concepts and how that research was used as a guide in the development and evaluation of the guided-inquiry lab on these topics to help students learn these concepts better. Initially, we adapted a question developed by McDermott in 2006 and employed it to investigate students’ conceptual understanding of electric circuits in three states of Brazil. STEM areas were involved in this research and the question was applied after students attended to theoretical and laboratory courses. Students had to order light bulbs according to brightness in three different electric circuits to answer the question. Only ~13% of students answered correctly agree to result in other countries and it inspired us to restructure the laboratory guide from a course in our institution. Our new guide was inquiry-based with some activities adapted from Tutorials in Introductory Physics and others developed in a prediction-observation-explanation form. The same question was used as pre and post-test and the average percentage of students who got the maximum score was 47%. We also have been using the Determining and Interpreting Resistive Electric Circuit Concepts Test (DIRECT), which is composed by a 29-multiple choice questions, that can be grouped in conceptual objectives, allowing us identifying specific conceptual difficulties. We proposed many modifications in the students’ guide, after analyzing the questions, and some of them we managed to improve, like those related to resistance and current. On the other hand, less than 50% of students could answer correctly some questions related to the concepts of power and voltage in the post-test, even after our efforts to improve learning in this aspect. We have been able to help students overcome known conceptual difficulties with the proposal of new activities, but some difficulties still a challenge to be outgrown. This fact has shown us that research for improving practice is fundamental to overcome persisting difficulties and is a long-term and constant action. Also, using different resources such as homework activities on the internet, videos and computer simulations have shown to be useful tools as supplement materials.

THE EFFECTIVENESS OF E-INTEGRAL MAP IN SOLVING INTEGRAL CALCULUS PROBLEMS

2016 ◽  
Vol 78 (10) ◽  
Author(s):  
Nor Hazizah Julaihi ◽  
Tang Howe Eng ◽  
Voon Li Li
Keyword(s):  
Experimental Design ◽  
Engineering Students ◽  
Design Research ◽  
Control Group ◽  
Integral Calculus ◽  
Text Book ◽  
Mathematics Knowledge ◽  
Post Test ◽  
Integration Techniques ◽  
The University

The existing gap of mathematics knowledge was identified as the major contributor to the decline in the students’ performance on the Integral Calculus at the university level. This phenomenon has led to university students’ difficulties in identifying the correct integration techniques and developing understanding on applications of the Integral Calculus. This study aims to analyse the effectiveness of e-INTEGRAL MAP in the learning of Integral Calculus among engineering students of advanced Calculus class. A total of 118 diploma engineering students were involved in an experimental design research to study on the usage and effectiveness of e-INTEGRAL MAP. Study was performed on 65 students in control group and 53 students in treatment group, using the pre-test and post-test experimental design methodology where the effectiveness of the maps was measured through their performance scores. Findings indicate that both control and treatment groups showed significant differences in post-test scores during the two months study. The majority of e-INTEGRAL MAP users found the maps very useful, helpful, easy to understand and user-friendly because it was systematically designed. In conclusion, e-INTEGRAL MAP significantly improved the students’ performance and understanding on the topic of Integral Calculus as compared to the conventional text-book learning.

scholarly journals Use of Student-generated Multiple Choice Questions to Enhance Team-based Learning of Anatomy at the University of Rwanda

2019 ◽  
Author(s):  
ISAIE SIBOMANA ◽  
Irenee David Karenzi ◽  
Irenee Niyongombwa ◽  
Jean Claude Byiringiro ◽  
Julien Gashegu ◽  
...  
Keyword(s):  
Student Satisfaction ◽  
Test Scores ◽  
Multiple Choice ◽  
Cost Effective ◽  
Human Anatomy ◽  
Multiple Choice Questions ◽  
Team Based Learning ◽  
Post Test ◽  
The University ◽  
Anatomy Teaching

Abstract Introduction: Teaching of human anatomy has undergone significant changes in last 3 decades. At the University of Rwanda, anatomy is being taught using team-based learning (TBL). While student generated multiple choice questions (MCQs) stimulate deeper thinking of a given topic, their impact on anatomy learning is not known. This study aimed to improve anatomy teaching and student satisfaction by combining both models. Methods: It was a comparative interventional study where two similar chapters of anatomy were selected and one taught using team based learning while the other one, in addition to TBL, student were encouraged to set MCQs while studying. Pre- and post-test scores were analysed using SPSS 23 and student t-test was used to compare the mean score obtained. Results: 31 medical students were recruited. Pre-test mean scores in both chapters were 25.10 and 25.19 over 50 for chapter 1 and chapter 2 respectively. Although the students’ post-test scores improved after teaching for each chapter, it was much more for chapter 2 than chapter one with mean score of 39.97 and 32.45 over 50 respectively (P<0.05). Despite such improvement, setting MCQs was not easy in almost a half of students. Conclusion: This study has found that student generated MCQs can be used as a simple and cost effective tool to enhance TBL learning of anatomy. Keywords: Anatomy, teaching, MCQs, TBL, University of Rwanda

scholarly journals DISEÑO y APLICACIÓN DE UN MODELO DIDÁCTICO CON INNOVACIÓN EN MÉTODOS ACTIVOS PARA MEJORAR EL LOGRO DE CAPACIDADES EN LA ELABORACIÓN y EJECUCIÓN DE PROYECTOS DE INVESTIGACIÓN CIENTÍFICA EN LOS ALUMNOS DE INGENIERíA DE SISTEMAS UCV - TRUJILLO 2007

2019 ◽  
pp. 51-58
Keyword(s):  
Systems Engineering ◽  
Engineering Students ◽  
Cesar Vallejo ◽  
Palabras Clave ◽  
S Matrix ◽  
Respective Treatment ◽  
Post Test ◽  
Toma De Decisiones ◽  
University Course ◽  
The University

DISEÑO y APLICACIÓN DE UN MODELO DIDÁCTICO CON INNOVACIÓN EN MÉTODOS ACTIVOS PARA MEJORAR EL LOGRO DE CAPACIDADES EN LA ELABORACIÓN y EJECUCIÓN DE PROYECTOS DE INVESTIGACIÓN CIENTÍFICA EN LOS ALUMNOS DE INGENIERíA DE SISTEMAS UCV - TRUJILLO 2007 DESIGN AND IMPLEmENTATION OF AN EDUCATIONAL MODEL WITH ACTIVE INNOVATION IN METHODS TO IMPROVE THA ACHIEVEMENT OF BUILDING IN THE PREPARATION AND IMPLEMENTATION OF RESEARCH PROJECTS IN SYSTEMS ENGINEERING STUDENTS UCV- TRUJILLO 2007 Jorge Aranda G. Universidad César Vallejo, Trujillo, Perú DOI: https://doi.org/10.33017/RevECIPeru2010.0008/ RESUMEN La presente investigación surge de las deficiencias en la planificación y ejecución de proyectos de investigación que tienen los alumnos de la Escuela de Ingeniería de Sistemas. Este se refleja en la falta de coherencia en la redacción científica y en la asimilación de la metodología para elaborar la matriz de investigación, cuya consecuencia es que los estudiantes no desarrollan las capacidades investigativas que les permitirían elaborar proyectos. Para enfrentar esta problemática se ha propuesto diseñar y aplicar un modelo didáctico basado en los métodos activos para la asignatura de metodología de la investigación que permita la elaboración y ejecución de proyectos de investigación científica. El modelo didáctico denominado cíclico creciente, tiene un modelo pedagógico constructivista , cuyo objetivo es que los estudiantes alcancen niveles intelectuales superiores como el pensamiento crítico, la heurística, la innovación, la toma de decisiones y la solución de problemas. El modelo didáctico cíclico creciente pretende alcanzar competencias en los alumnos caracterizándose por una enseñanza constructora de sentidos desde el alumno, así como una enseñanza crítica y dialógica colectiva con una evaluación integral. La ejecución del modelo didáctico fue posible a través de la guía de aprendizaje del curso de Metodología de la Investigación del área de Formación General de la Escuela de Ingeniería de Sistemas, la cual cuenta con 15 sesiones; se aplicó un pre test y un post test sobre las capacidades para elaborar y ejecutar proyectos de investigación, realizando la recolección de datos y el tratamiento respectivo, se llega a la conclusión que existe una influencia significativa en la mejora de dichas capacidades. Palabras clave: modelo didáctico, capacidades, investigación, método activo. ABSTRACT The present investigation´s work denominated arise of the deficiency in the planning and execution of investigation proyect that have the student of the school of system engineering, this is reflect for want of coherence in the redaction scientist and in the assimilation of the methodology for elaborate the investigation´s matrix , because the students don’t develop the investigation´s capacitys that his permit elaborate projects. For it is thought draw and apply a model didactic based in the active methods for the university course of investigation´s methodology that permit the elaboration y execution of investigation´s scientific projects. The model didatic denominated “Ciclic crescent” has a pedagogic model constructivist, his objetic is that the students reach level upper intellectuals, the same as critic thought ,the heuristic, the innovation, the taking decision and the problem´s solution. The model didactic “ciclic crescent” seek to reach competitions in the students it is characterize for a teachiong builder of sense since the student , as soon as, a teaching criticism and dialogue collective with a integral evaluation. The ejecution the model didactic “ciclic crescent” was possible though of the apprenticeship´s guide of the university course of investigation´s methodology of the area of formation general of the school of engineering’s systems, it has 15 sessions, We applied a pre test and a post test about the aptitude for elaborate and execute investigation projects, realizing information´s compilation and the respective treatment, I reach to conclusion that exist a significant influence in the improvement thes capacitys. Keywords: Didactic model, capacities, investigation (research), active method.

scholarly journals Use of Student-generated Multiple Choice Questions to Enhance Team-based Learning of Anatomy at the University of Rwanda

2020 ◽  
Author(s):  
ISAIE SIBOMANA ◽  
Irenee David Karenzi ◽  
Irenee Niyongombwa ◽  
Jean Claude Byiringiro ◽  
Julien Gashegu ◽  
...  
Keyword(s):  
Student Satisfaction ◽  
Test Scores ◽  
Multiple Choice ◽  
Cost Effective ◽  
Human Anatomy ◽  
Multiple Choice Questions ◽  
Team Based Learning ◽  
Post Test ◽  
The University

Abstract Background: Teaching of human anatomy has undergone significant changes in last 3 decades. At the University of Rwanda, anatomy is being taught using team-based learning. While student generated multiple choice questions (MCQs) stimulate deeper thinking of a given topic, their impact on anatomy learning is not known. This study aimed to improve anatomy teaching and student satisfaction by combining both models. Methods: It was a comparative interventional study where two similar chapters of anatomy were selected and one taught using team based learning (TBL) while the other one, in addition to TBL, student were encouraged to set MCQs while studying. Pre- and post-test scores were analysed using SPSS 23 and student t-test was used to compare the mean score obtained. Results: 31 medical students were recruited. Pre-test mean scores in both chapters were 25.10 and 25.19 over 50 for chapter 1 and chapter 2 respectively. Although the students’ post-test scores improved after teaching for each chapter, it was much more for chapter 2 than chapter one with mean score of 39.97 and 32.45 over 50 respectively (P<0.05). Despite such improvement, setting MCQs was not easy in almost a half of students. Conclusion: This study has found that student generated MCQs can be used as a simple and cost effective tool to enhance TBL learning of anatomy.

Effect of a-Week Summer Camp on the Hopelessness and Self-Esteem of the University Students Attending Sport Sciences Faculty

2018 ◽  
Vol 7 (4) ◽  
pp. 42-49 ◽  
Author(s):  
Korkmaz YİĞİTER ◽  
Hakan TOSUN
Keyword(s):  
University Students ◽  
Summer Camp ◽  
Pearson Correlation ◽  
Self Esteem ◽  
Female Students ◽  
T Test ◽  
Significance Level ◽  
Significant Difference ◽  
Post Test ◽  
The University

The aim of this study is to investigate the effects of participation in a 1-week summer camp on thehopelessness and self-esteem of the university students attending Sport Sciences Faculty. Participants were 36university students assigned to experiment group using a random procedure. Coopersmith Self-esteem and Beck Hopelessness Scales were completed at the beginning and end of the summer camp by designed the university. The obtained data were analysed in the SPSS 18.0 program and the significance level was taken as 0.05. The descriptive statistics, independent simple t test, paired simple t test and Pearson correlation were used for analyse the data in the study. According to the results of the research, no significant difference was observed in the comparison of the hopelessness and self-esteem levels between pre and post-test. In addition, there was a significant difference in the hopelessness level of male and female students but any significant difference was not observed in terms of self-esteem. There was a significant relationship between hopelessness and self-esteem pre and post-test. These result shows that a 1-week summer camp cannot change the hopelessness or self-esteem level. However, as the self-esteem rises, the rate of despair decreases whereas as the despair rises, the selfesteem decreases.

PENGEMBANGAN MODUL PEMBELAJARAN PERANCANGAN SISTEM INFORMASI PADA MATERI PERANCANGAN TERSTRUKTUR BERBASIS TEKNOLOGI KOMPUTER

2019 ◽  
Vol 2 ◽  
Author(s):  
Marlina Marlina
Keyword(s):  
College Students ◽  
Computer Technology ◽  
Learning Method ◽  
Design Development ◽  
Structured Design ◽  
Learning Module ◽  
The People ◽  
Post Test ◽  
Analysis Design ◽  
The University

This research discussed the issue of the development of learning module based computer technology especially a powerpoint. This module is intended to help students receive the material that was delivered by lecturer especially design structured matter which currently learning module media shaped print and the contents of the text are form module so the university students ca not see the material . Based on these problems was built a module learning computer technology with a powerpoint . The reason the manufacture of the module was structured design material with a picture and a symbol of in designing a system so it needs to ease student visualiasi received mater learning. Method of development this module use the model ADDIE (analysis, design, development, implementation and evaluation). Results in this research validated by 2 ( two ) experts namely the people of material said 80% module very reasonable used without revision and media experts said 84% module very reasonable used without revision while results trial by college students by means of pre-test and post-test. The results obtained module very well be used.

Engineering for good: A case of community driven engineering innovation

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Chinweike Eseonu ◽  
Martin A Cortes
Keyword(s):  
Engineering Students ◽  
Technology Innovation ◽  
Local Communities ◽  
First Year ◽  
Engineering Curriculum ◽  
Engineering Design Process ◽  
The World ◽  
The University ◽  
Social Consideration

There is a culture of disengagement from social consideration in engineering disciplines. This means that first year engineering students, who arrive planning to change the world through engineering, lose this passion as they progress through the engineering curriculum. The community driven technology innovation and investment program described in this paper is an attempt to reverse this trend by fusing community engagement with the normal engineering design process. This approach differs from existing project or trip based approaches – outreach – because the focus is on local communities with which the university team forms a long-term partnership through weekly in-person meetings and community driven problem statements – engagement.

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